Concept mapping involves creating a visual representation of concepts and their relationships. Concept maps can take different forms like spider, hierarchy, or flowchart diagrams. They are used for assessment, group thinking, planning, and research. Key aspects of concept maps include concepts, relationships between concepts shown through lines and propositions. Strategies for using concept maps in the classroom include fill-in-the-blank, partial or pre-selected term mapping, and using them as advanced organizers. Concept maps can be assessed based on accurate identification of concepts and relationships between them.

1. What is Concept Mapping

2. From: http://cmap.ihmc.us/

3. How are maps used?
for assessment to gain insight into student
knowledge structures--valid understandings and
misconceptions
for group thinking to collectively brainstorm and
structure issues relevant to a topic
for planning to organize information for a
report, presentation, debate, or discussion
for research to analyze how groups respond to
or perceive something

4. Concept Map Forms
a concept map can take many forms, provided it
includes concepts and illustrates relationships
through BOTH lines AND
proposition statements:
spider, with information
organized outward
around a central topic

5. Concept Map Forms
hierarchy, with
information structured
from most to least
important; or from
most inclusive
and general to
less inclusive
and specific

6. Concept Map Forms
flowchart, with
information ordered
in a linear format

7. Concept Map Forms
systems, with
information ordered
like a flowchart
with inputs
and outputs

8. Non-Examples
A concept map is a
very specific thing; it
is NOT any of these
things:
A flow chart of a
process that has no
proposition
statements
explaining the
relationship between
stages

9. Non-Examples
an organizational chart
that has no
propositions
or statements
that explain
how different
people support
one other

10. Non-Examples
Story Webs: analyze various literary elements (plot,
characterization, theme), dissect characters, plots
and sequence of events, to learn about
composition

11. Non-Examples
a mind map is similar to a concept map, with a
central topic
main themes are
noted on "branches"
main themes are
expanded into details
propositions explaining
relationships between
concepts are not included

12. What Process are involved in
developing a Concept Map?

13. Select Domain
select a domain of knowledge somewhat familiar
to the person constructing the map (e.g., air
pollution)
the domain should be
limited to a manageable size:
a segment of text
a lab activity
part of a course

14. Identify Key Concepts in Domain
list key concepts in domain (e.g. flowering plants,
dicotyledon, monocotyledon, etc…)
order concepts from the most inclusive or general
to the less inclusive and specific
Types of - dicotyledon, monocotyledon
Roots – fibrous, tap, tuberous, aerial, etc.
Leaves – simple, compound, pinnate, etc.
Stems – herbaceous, woody
Flowers – actinomorphic, zygomorphic

15. Construct Preliminary Map
use software or post-it notes to arrange
concepts visually
attempt different
structures:
hierarchical,
spider,
flowchart,
systems

16. Examine Relationships
insert lines/arrows and write preliminary
proposition statements that explain relationships
between concepts
look for cross-links between different domains of
knowledge identified (if topic includes multiple
domains)
help students understand every concept "could
be" related to every other concept, but they
must evaluate and choose the most important
concept relationships

18. string maps
illustrate poor
understanding
of a knowledge
structure

19. What are some strategies
for employing concept maps
in the classroom?

20. Strategies: Complete Fill-in
fill-in blanks in pre-structured map from a list of
concepts
helps students
to consolidate
understanding
of concepts
and relations
among them

21. Strategies: Partial Fill-in

22. Strategies: Fill-in-the-Propositions
SOUND
speed
v
longitudinal
wave
General
Chuck Yeager
Bell X-1
October 17,
1947
Muroc Dry Lake
Beds, CA
Edwards AFB
wave length
frequency
f
frequencies
20-20,000 Hz
human
hearing
15-50,000 Hz
canine
hearing
bat hearing
1000-150,000 Hz
Wave
Equation
Yeager's wife
"Glamourous
Glennis"
Dr. Paul M. Rutherford
Instructor
Lee's Summit Technology
Academy
Lee's Summit, MO

23. Strategies: Pre-Selected Term Mapping
 fossil fuels
 deforestation
 clouds
 atmospheric water vapor
 ocean
 CO2
 Industrial Revolution
 longwave solar radiation
 global warming
 human activity
 evaporation
 transpiration
 greenhouse gas
concentrations
 ice
 albedo
 photosynthesis
 feedback loops
 shortwave solar infrared
radiation
Design a concept map to show your understanding of CO2,
a greenhouse gas, and its past and future effect on climate.
Use the following concepts:

24. E.g. via Powerpoint and E-mail
assign articles to read on a selected topic
group students and provide each group with a
Powerpoint file to pass around via e-mail
slide 1 contains the concept map; each student adds
3-4 items per round (e.g., concepts, links,
propositions)
slide 2 contains names of group members
slides 3-4 contain comments from students
describing changes they made to the group file, or
relevant suggestions
Strategies: Collaborative Mapping

25. Strategies: Advanced Organizer
 develop an expert map of a course or a course topic
 provide to students as an advance organizer prior to teaching and for
review purposes

26. How are Concept Maps
Used for Assessment?

27.  ‘Live’ links available at: http://www4.ncsu.edu/~cdrauben/concept%20maps/Assessing%20Concept%20Maps.html

28. Items Commonly Assessed
were the correct concepts or nodes identified?
do the lines and arrows correctly link concepts
together into clusters or hierarchies?
do the propositions or statements on the lines
between concepts accurately describe how two
concepts are related?
how detailed are the resources or elaborative
examples attached to the concepts (e.g., Web links,
articles, annotations, notes, excerpts cut and pasted
from a class discussion board, etc.)